GIFT   OF 
STATE  OF  CALIFORNIA 


•- 


...BULLETIN... 

Issued  by  the 

State  Normal  School 


...at... 


San  Jose,  CaL 


Morris  Elmer  Dailey,  A.  M.,  L.  L.  D., 

President. 

Henry  Meade  Bland,  M.  Ph.,  A.  M.,  Ph.  D., 

Teacher  of  Education 


A  Working  Course  in  English 

...for  the... 

Public  Schools. 


HAZEL   BELL, 
GENEVE1VE  LYNG, 
EDITH   PATTERSON, 
N1TA   BLANEY, 
HARRY   WHITE, 

Collaborators. 


Course  in  English. 


READING. 


A  well- rounded  presentation  of  reading  requires  the  subject 
to  be  approached  from  two  distinct  points  of  view.  In  the 
first,  methods  are  used  to  give  the  children  a  mastery  of  the 
technique  of  pronounciation.  In  this  approach  the  New 
Education  System  or  the  Ward  System  of  Rational  Reading 
may  be  taken  as  a  basis. 

In  as  much  as  drill  in  reading  based  on  the  phonetic  me- 
thod is  apt  to  develop  mere  formal  work,  unaccompanied  on 
the  part  of  the  child  by  an  understanding  of  the  sense,  a  wholly 
different  approach  to  the  reading  lesson  must  at  times  be  made. 
This  approach  is  an  attempt  to  lead  the  child  into  the  lesson 
by  making  him  appeciate  its  thought.  The  child  should  be 
induced  to  "sense"  the  thought  behind  the  words.  An  appeal 
must  be  made  to  his  experience  to  make  him  realize  the 
thought.  He  should  be  led  to  see  vividly  the  scenes  portrayed 
by  the  sentences.  Lessons  in  which  the  words  convey  even 
by  their  very  sounds  a  large  part,  at  least,  of  their  meaning 
should  be  chosen  as  often  as  possible  for  this  second  phase  of 
the  work.  The  child  is  to  be  made  to  see,  to  feel,  to  picture  the 
central  idea  of  the  sentence.  Having  done  this,  he  is  ready  to 
utilize  the  formal  articulation  of  words,  gained  through  the  study 
of  words  phonetically,  in  the  clear  and  live  expression  of  the 
thought  as  he  reads  the  sentence.  "How  to  Teach  Reading," 
by  S.  H.  Clark  (S.  F.  &  Co.),  deals  at  length,  in  chapter  viii, 
with  the  expression  of  the  "central  idea"  of  the  sentence. 

School  reading  naturally  divides  itself  into  three  heads; 
first,  the  regular  recitation  work  in  the  State  Series  Reader. 
This  work  is  to  be  carefully  prepared  by  the  pupil  under  the 


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BULLETIN  STATE)  NORMAL  SCHOOL 


direction  of  the  teacher.  In  it  the  child  does  the  heavy  formal 
work  in  reading. 

The  subject  matter  of  the  second  division  is  to  be  drawn 
from  the  library  readers,  and  is  to  consist  of  sight  work  and 
the  reading  of  the  easy  stories  of  the  readers  as  busy-work 
during  study  hours.  The  aim  in  this  division  of  the  work  is 
to  give  the  child  facility  of  expression  and  skill  in  getting 
thought  from  the  printed  page. 

The  third  sub-division  of  the  reading  course  is  the  home 
reading.  A  full  list  of  the  best  children's  books  is  given  for 
the  purpose  of  furnishing  the  pupils  with  entertaining  and 
profitable  reading  outside  of  school.  This  reading  is  to  be  in 
no  sense  a  home  task,  but  is  rather  a  plan  for  making  the  li- 
brary of  the  school  more  effective. 

The  general  aim  of  the  reading  course  is  to  develop  in  the 
children  a  keen  appreciation  of  good  literature. 

The  sight  and  busy-work  reading  for  the  first  year  should 
be  from  primers,  except  in  the  last  part  of  the  second  term, 
when  the  teacher,  if  she  deems  it  advisable,  may  use  the  first 
readers. 

In  the  second  year,  first  grade  readers  are  to  be  used  for 
sight  and  busy-work,  save  in  the  last  part  of  the  year,  when 
second  grade  books  may  be  used. 

In  each  of  the  following  grades  the  teacher  may,  near  the 
end  of  the  year,  if  she  wishes,  take  a  reader  from  the  next 
grade  in  advance,  in  order  to  give  the  class  stronger  and  more 
variety  of  work.  Enough  readers  are  listed  to  enable  the 
teacher  to  use  these  books  in  advance  of  the  time  in  which 
they  are  scheduled,  and  yet  give  her  pupils  fresh  work. 


FIRST   GRADE. 

FIRST   TERM. 

State  Series  First  Reader  to  page  34. 

SECOND  TERM. 

Complete  State  Series  First  Reader. 


SAN  JOSE,  CALIFORNIA. 


Complete  during  the  year  one  reading  chart  and  one  library 

reader. 

LIBRARY  LIST. 

Teachers  are  to  choose  from  the  following: 

The  Arnold  Primer — Sarah  Louise  Arnold S.  B.  &  Co. 

The  Baldwin  Primer— May  Kirk A.  B.  C. 

The  Beginner's  Reader— Florence  Bass D.  C.  H.  &  Co. 

Child  Life,  A  Primer— Etta  Austin  Blaisdell  and  Mary 

Frances  Blaisdell Mac. 

Columbia  Primer — Moran  and  Brelsford K.  &  Bro. 

Cyr  Readers,  Book  One— Ellen  M.  Cyr G.  &  Co. 

First  Steps  in  Reading,  Primer — Todd  and  Powell.  .S.B.  &  Co. 

Heath  Readers,  Primer ' D.  C.  H.  &  Co. 

Holton  Primer— Holton R.  M.  &  Co. 

New  Century  Reader,  First  Year S.  B.  &  Co. 

New  Education  Readers,  Book  One A.  B.  C. 

Our  First  School  Book— Carrie  Livyer  Ferris S.  B.  &  Co. 

Rational  Method  in  Reading,  Primer— Ward S.  B.  &  Co. 

Twilight  Stories— Elizabeth  E.  Foulke S.  B.  &  Co. 

Wheelers' s  Graded  Readers,  Primer W.  H.  W.  &  Co. 

Wide  Awake  Primer — Murray L.  Pub.  Co. 

SECOND   GRADE. 

FIRST    TERM. 

State  Series  Second  Reader  to  lesson  25,  page  68. 

SECOND   TERM. 

Complete  State  Series  Second  Reader. 

Complete  during  the  year  at  least  one  library  reader. 

LIBRARY  LIST. 

Baldwin's  Readers,  First  Year— Jas.  Baldwin A.  B.  C. 

Child  Life,  A  First  Reader— Etta  Austin  Blaisdell  and 

Mary  Frances  Blaisdell Mac. 

Crane  First  Reader— Picken C.  &  Co. 

Cyr  Readers,  Book  Two— Ellen  M.  Cyr G.  &  Co. 


BULLETIN  STATE  NORMAL  SCHOOL 


Graded  Literature  Readers,    First   Book — Judson  and 

Bender , . .  M.  M.  &  Co. 

Hiawatha  Primer — Holbrook M.  M.  &  Co. 

Heath  Readers,  First  Reader   D.  C.  H.  &  Co. 

Jones  Readers,  First  Book G.  &  Co. 

Lights  to  Literature,  Book  One — H.  Avis  Perdue  and 

Florence  B.  La  Victoire R.  M.  &  Co. 

New  Century  Readers,  Second  Year S.  B.  &  Co. 

Morse  Readers,  First  Book S.  B.  &  Co. 

New  Education  Reader,  Book  Two — Demarest  and  Van 

Sickle A.  B.  C. 

Pathways  in  Nature   and   Literature,    First   Reader — 

Christy U.  P.  Co. 

Progressive  Course  in  Reading,  First  Book A.  B   C. 

Rational  Method  in  Reading,  Second  Reader — Edward 

G.  Ward S.  B.  &  Co. 

Sight  Reader — Expert  Primary  Teachers A.  B.  C. 

Sprague  Classic  Readers,  Book  One — Sarah  E.  Sprague 

Ed.  Pub.  Co. 

Stepping   Stones   to   Literature,    First   Reader — Sarah 

Louise  Arnold  and  Charles  B.  Gilbert S.  B.  &  Co. 

Taylor  School  Readers,   First  Reader— Taylor A.  B.  C. 

Wake-Robin  Series,  Vol.  I — Lucy  Newsome  Holtzclaw, 

P.  P.  &  Co. 

Wheeler's  Graded  Readers,  First  Reader — Gail  Calmer- 
ton  and  William  H.  Wheeler  .  , .  W.  H.  W.  &  Co. 


THIRD   GRADE. 

FIRST   TERM. 

State  Series  Third  Reader  to  lesson  17,  page  41. 

SECOND   TERM. 

State  Series  Third  Reader,  lesson  17,  page  41,  to  lesson  33, 
page  88. 

Complete  one  library  reader  during  the  year. 


SAN  JOSE,  CALIFORNIA. 


LIBRARY  LIST. 

Baldwin's  Readers,  Second — James  Baldwin A.  B.  C. 

Child  Life,  Second-  Etta  Austin  Blaisdell Mac. 

Crane  Second  Reader — Picken C.  &  Co. 

Cyr  Readers,  Book  Three— Ellen  M.  Cyr G.  &  Co. 

Graded  Literature  Readers,  Second  Book — Judson  and 

Bender M.  M.  &  Co. 

Heath  Readers,  Second D.  C.  H.  &  Co. 

Jones  Second  Reader G.  &  Co. 

Lights  to  Literature,  Book  Two — S.  E.  Sprague.  .R.  M.  &Co. 

Morse  Readers,  Second  Book S.  B.  &  Co/ 

New  Century  Readers,  Third  Year S.  B.  &  Co. 

New  Education  Reader,  Book  Three — Demarest  and  Van 

Sickle A.  B.  C. 

Progressive  Course  in  Reading,  Second — Geo.  I  Aldrich 

and  Alexander  Forbes A.  B.  C. 

Rational  Method  in  Reading— Edw.  G.  Ward S.  B.  &  Co. 

The  Sprague   Classic  Readers,    Book  Two — Sarah  E. 

Sprague Ed.  Pub.  Co. 

Stepping  Stones  to  Literature — Sarah   Louise   Arnold 

and  Chas.  B.  Gilbert S.  B.  &  Co. 

Taylor  School  Readers,  Second— Taylor W.  S.  B.  Co. 

Through   the   Year,    Book   One — Anna  M.  Clyde  and 

Lillian  Wallace S.  B.  &  Co. 

Wake-Robin  Series,  Vol.  II — Lucy  Newspme  Holtzclaw, 

S,  B.  &  Co. 
Wheeler's  Graded  Readers,  Second— Gail  Calmerton  and 

Wm.  H.  Wheeler W.  H.  W.  &  Co. 

FOURTH  GRADE. 

FIRST    TERM. 

State  Series  Third  Reader,  lesson  33,  page  88,  to  lesson  49, 
page  132. 

SECOND   TERM. 

State  Series  Third  Reader  completed  from  lesson  49,  page 
132. 


BULLETIN  STATE  NORMAL  SCHOOL 


Complete  one  library  reader  during  the  year. 
LIBRARY  LIST. 

Baldwin  Readers,  Third  Year — James  Baldwin A.  B.  C. 

Child  Life,  Third  Reader— Etta   Austin   Blaisdell  and 

Mary  Frances  Blaisdell Mac. 

Crane  Fourth  Reader—  Picken . C.  &  Co. 

Cyr  Readers,  Book  IV— Ellen  M.  Cyr G.  &  Co. 

Graded   Literature  Readers,    Book   Four — Judson  and 

Bender M.  M.  &  Co. 

Heath  Readers,  Third  Reader D.  C.  H.  &  Co. 

Jones  Third  Reader G.  &  Co. 

Lights  to  Literature,  Third  Reader — Abbey  Lane.R.  M.  &Co 

Morse  Readers,  Third  Year,  , S.  B.  &  Co 

New  Education  Reader,  Book  Four — Demarest  and  Van 

Sickle A.  B.  C. 

Progressive  Course  in  Reading,  Third  Book — Aldrich 

and  Forbes A.  B.  C. 

Rational  Method  in  Reading,  Third  Reader — Ward..S.B.  &  Co. 
Sprague  Classic  Readers,  Book  Three — Sprague..Ed.  Pub.  Co. 
Stepping  Stones  to  Literature,  Third  Reader — Arnold 

and  Gilbert S.  B.  &  Co. 

Through  the  Year,  Book  Two— Clyde  and  Wallace..S.B.  &  Co. 
Wake-Robin  Series,  Vol.  Ill—  Holtzclaw S.  B.  &  Co. 


FIFTH   GRADE. 

FIRST   TERM. 

State  Series  Fourth  Reader  to  lesson  22,  page  50. 

SECOND   TERM. 

State  Series  Fourth  Reader,  lesson  22,  page  50,  to  lesson  42, 
page  103. 

Complete  one  library  reader.     Give  a  great  deal  of  practice 

in  sight  reading. 

LIBRARY  LIST. 

Baldwin's  Readers,  Fourth  Year— James  Baldwin. .  .A.  B.  C. 


SAN  JOSE,  CALIFORNIA. 


Child  Life,   Fourth  Reader— Etta  Austin  Blaisdell  and 

Mary  Frances  Blaisdell Mac. 

Crane  Fourth  Reader— Picken C.  &  Co. 

Cyr  Readers,  Book  Five — Ellen  M.  Cyr G.  &  Co. 

Graded  Literature  Readers,  Fourth  Book — Judson  and 

Bender M.  M.  &  Co. 

Heath  Readers,  Fourth  Reader D.  C.  H.  &  Co. 

Jones  Fourth  Reader G.  &  Co. 

Lights  to  Literature,  Fourth  Reader — Abby  E.  Lane, 

R.  M.  &  Co. 

Morse  Reader,  Book  Four S.  B.  &  Co. - 

Progressive  Course  in  Reading,  Fourth  Book — Geo.  I. 

Aldrich  and  Alexander  Forbes .A.  B.  C. 

Rational  Method  in  Reading,  Fourth  Reader S.  B.  &  Co. 

Sprague  Classic  Readers,  Book  IV — Sarah  E.  Sprague, 

Ed.  Pub.  Co. 
Stepping  Stones  to  Literature,  Fourth  Reader — Sarah 

Louise  Arnold  and  Chas.  B.  Gilbert S.  B.  &  Co. 

SIXTH  GRADE. 

FIRST   TERM. 

State  Series  Fourth  Reader  from  lesson  43,  page  103,  to  les- 
son 61,  page  152. 

SECOND   TERM. 

State  Series  Fourth  Reader  completed  from  lesson  61,  page 
152. 

Complete  during  the  year  one  library  reader. 

Give  much  sight  reading  during  the  year  from  the  library 
readers. 

LIBRARY  LIST. 

Baldwin's  Readers,  Fifth  Year— James  Baldwin A.  B.  C. 

Cyr  Readers,  Book  Six— Ellen  M.  Cyr G.  &  Co. 

Child  Life,  Fifth  Reader— Etta  Austin   Blaisdell   and 

Mary  Francis  Blaisdell Mac. 


BULLETIN  STATE  NORMAL  SCHOOL 


Crane  Fifth  Reader,  Picken C.  &  Co. 

Graded  Literature  Readers,  Book  Five — Judson  and 

Bender M.  M.  &  Co. 

Heath  Readers— Fifth  Reader D.  C.  H.  &  Co. 

Jones  Fifth  Reader G.  &  Co. 

Morse  Readers,  Fifth  Year S.  B.  &  Co- 
Progressive  Course  in  Reading,  Fourth  Book — Geo.  I. 

Aldrich  and  Alexander  Forbes A.  B.  C. 

Rational  Method  in  Reading,  Fifth  Reader— Edward  C. 

Ward S.  B.  &  Co. 

Sprague  Classic  Readers,  Book  IV,  Part  Two — Sarah 

E.  Sprague Ed.  Pub.  Co. 

Stepping  Stones  to  Literature,  Fifth  Reader — Sarah 

Louise  Arnold  and  Chas.  B.  Gilbert S.  B.  &  Co. 


SEVENTH  GRADE. 

The  reading  is  to  be  done  largely  in  connection  with  litera- 
ture and  history.  The  teacher  should  pay  considerable  atten- 
tion to  the  books  in  the  home  reading. 

Selections  for  sight  reading  and  drill  may  be  drawn  from 
the  following  library  list,  if  the  teacher  needs  the  material: 

Baldwin's  Readers,  Sixth  Year — James  Baldwin A.  B.  C. 

Cyr  Readers,  Book  Seven— Ellen  M.  Cyr G.  &  Co. 

Heath  Readers,  Sixth  Reader D.  C.  H.  &  Co. 

Progressive  Course  in  Reading,  Fifth  Book — George  I 

Aldrich  and  Alexander  Forbes A.  B.  C. 

Stepping  Stones  to  Literature,  Sixth  Grade — Sarah 

Louise  Arnold  and  Charles  B.  Gilbert . .      . .  S.  B.  &  Co. 


EIGHTH   GRADE. 

The  reading  is  to  be  done  in  connection  with  the  literature, 
history,  and  home  reading.  Drill  the  children  in  the  appre- 
ciative reading  of  the  gems  of  poetry  they  memorize.  Any 
additional  work  the  teacher  may  wish  can  be  drawn  from  one 
or  more  of  the  following  library  readers : 


SAN  JOSE,  CALIFORNIA.  11 

Baldwin's  Readers,  Seventh  Year — James  Baldwin. . .  A.  B.  C. 

Cyr  Readers,  Book  Eight— Ellen  M.  Cyr G.  &  Co. 

Progressive  Course  in  Reading,  Fifth  Book — George  I. 

Aldrich  and  Alexander  Forbes A.  B.  C. 

Stepping  Stones  to  Literature,  Seventh  Grade — Sarah 

Louise  Arnold  and  Charles  B.  Gilbert. ,      .  .S.  B.  &  Co. 


Memory  Work. 

The  following  is  a  list  of  poems  from  which  selections  may 
be  made  for  memory  work  in  the  grades.  No  suggestion  is 
made  as  to  how  much  is  to  be  memorized  in  a  single  grade. 
The  amount  is  left  to  the  teacher's  judgment. 

FIRST  GRADE. 

Little  Drops  of  Water. 

Twinkle,  Twinkle,  Little  Star.— Old  State  Second  Reader. 

The  Pied  Piper  of  Hamelin  (abridged). — State  First  Reader. 

Once  There  Was  a  Little  Kittie.— McGuffey's  Second  Reader. 

The  Duel. — Eugene  Field. 

Pussy  Cat  Out  for  an  Airing  One  Day. — State  Ele.  Language 

Book. 

Mary  Had  a  Little  Lamb. 

Two  Little  Kittens  One  Stormy  Night. — Barnes'  Third  Reader. 
A  Million  Little  Diamonds. 

SECOND  GRADE. 

Wynken,  Blynken  and  Nod. — Field. 

Suppose. — California  Second  Reader,  Old  Series. 

Strike  While  the  Iron's  Hot.— California  Second  Reader,  Old 

Series. 
At  the  Door  on  Summer's  Evening. — From   Hiawatha    (25 

lines). 
The  Daffodil.— California  Second  Reader,  Old  Series. 


12  BULLETIN  STATE  NORMAL  SCHOOL 

The  Dandelion. — California  Second  Reader,  Old  Series. 
Buttercups  and  Daisies. — California  Second  Reader,  Old  Series. 
I  Know  the  Song  That  the  Bluebird  Is  Singing. — California 
Second  Reader,  Old  Series. 

THIRD  GRADE. 

We  Were  Crowded  in  the  Cabin.— James  T.  Fields. 

Bed  in  Summer. —  Stevenson. 

The  Lilacs  Are  in  Blossom,  the  Cherry  Flowers  Are  White.— 

California  Second  Reader,  Old  Series. 
There  Is  No  Dew  Left  on  the  Daisies  and  Clover. — Jean  In- 

gelow. 

Daffydowndilly. — Miss  Warner. 
Night  and  Day. — Stevenson. 
Sweet  and  Low,  Sweet  and  Low,  Wind  of  the  Western  Sea.— 

Tennyson. 

FOURTH  GRADE. 

Barbara  Frietchie. — Whittier. 

Ride  of  Paul  Revere. — Longfellow. 

The  Night  Before  Christmas.— C.  T.  More. 

The  Wind.— Stevenson. 

Hiawatha's  Sailing. — Longfellow. 

Beautiful    Hands    Are   They   That    Do.— California    Second 

Reader,  Old  Series. 
The  Song  of  the  Brook. — Tennyson. 
Casabianca. — Hemans. 

FIFTH   GRADE. 

My  Beautiful,   My   Beautiful,   That  Standeth    Meekly  By.— 

McGuffey's  Fourth  Reader. 
Old  Ironsides. 

Stay  Not  Fettered  in  Inaction. — Goethe. 
The  Village  Blacksmith.— Longfellow. 
Woodman,  Spare  That  Tree. — Morris. 
We  Are  Seven. — Wordsworth. 
Ring  Out,  Wild  Bells.— Tennyson. 
Breathes  There  a  Man  With  Soul  So  Dead.— Scott. 


SAN  JOSE,  CALIFORNIA.  13 

SIXTH   GRADE. 

Thou,  Too,  Sail  On,  O  Ship  of  State.—  Longfellow. 

The  Voice  of  the  Grass.— McGuffey's  Fourth  Reader. 

The  Old  Oaken  Bucket.— Wood  worth. 

A  Sea  Song. — Cunningham. 

Abou  Ben  Adhem. — Hunt. 

The  Day  Is  Done. — Longfellow. 

The  Burial  of  Moses.—  Alexander. 

The  Burial  of  Sir  John  Moore.— Wolfe. 

The  Mountain  and  the  Squirrel. — Emerson. 

SEVENTH  GRADE. 

The  Sea.— "Barry  Cornwall.1' 

Lochinvar. — Scott. 

The  Breaking  Waves  Dashed  High. — Hemans. 

Charge  of  the  Light  Brigade. — Tennyson. 

Destruction  of  Senacherib. — Byron. 

Introductory  Stanzas  to  Sir  Launfal. — Lowell. 

Introductory  Stanzas  to  Evangeline. — Longfellow. 

Introductory  Stanzas  to  the  Lady  of  the  Lake. — Scott. 

Eve  Before  Waterloo. — Byron. 

Psalm  of  Life. — Longfellow. 

EIGHTH   GRADE. 

To  a  Waterfowl.— Bryant. 

The  Last  Leaf.— Holmes. 

The  Blue  and  the  Gray. — F.  M.  Finch. 

Break,  Break,  Break. — Tennyson. 

The  Baby.— MacDonald. 

The  Death  of  the  Flowers. — Bryant. 

Soldier,  Rest.— Scott. 

The  Daffodils.— Wordsworth. 

The  Chambered  Nautilus. — Holmes. 

The  Quality  of  Mercy  Is  Not  Strained. — Shakespeare. 

Look  How  the  Floor  of  Heaven. — Shakespeare. 


14  BULLETIN  STATE  NORMAL  SCHOOL 

REFERENCE  BOOKS. 

A  Child's  Garden  of  Verse— Robert  L.  Stevenson. .  .C.  S.  Sons 

Nature  in  Verse — Mary  I.  Lovejoy S.  B.  &  Co. 

Poems  for  Memorizing — Alice  Rose  Power W.  &  R.  Co. 

Open  Sesame,  Vol.  I.  (Poetry  and  Prose  for  School  Days) 

— Bellamy  &  Goodwin G.  &  Co. 

Poems  of  American  Patriotism — Brander  Matthews . .  C.  S.  Sons 
Songs  From  Sunny  Land — Chas.  A.  Keeler.(Tobe  published.) 

Love  Songs  of  Childhood — Eugene  Field C.  S.  Sons 

Poems  Here  at  Home — James  Whitcomb  Riley Cen. 

Lullaby  Land— Eugene  Field C.  S.  Sons 

Songs  of  the  Tree-Top  and  Meadow — McMurry  &  Cook, 

Pub.  S.  P.  Co. 
A  Graded  List  of  Poems  and  Stories  for  Use  in  Schools — 

Gilbert  &  Harris S.  B.  &  Co. 

Poetry  for  Home  and  School — Anna  C.  Brackett  and  Ida 

M.  Eliot P.  Sons 

A  Book  of  Famous  Verse — Agnes  Repplier H.  M.  &  Co. 

A  Child's  Book  of  Poetry— E.  H.  Turpin M.  M.  &  Co. 

Riley  Child  Rhymes— James  Whitcomb  Rlley B.  M.  Co. 

Graded  Memory  Selections — Hughes,  Waterman  and  Mc- 

Clymonds Ed.  Pub.  Co. 

Poems  Children  Should  Know — Mary  Burt H.  M.  &  Co. 


Home   Reading. 

The  prose  works  given  below  have  been  selected  with  refer- 
ence to  the  needs  of  school  children.  Consequently  they  have 
been  drawn  from  a  very  wide  range  of  literature,  including 
Myth,  Story,  Science,  Art,  History  and  Biography.  The  great 
classics,  in  so  far  as  they  could  be  adapted  to  the  child-mind, 
have  been  included  in  the  list.  In-as-much  as  the  books  are 
for  California  schools,  a  good  deal  that  has  a  western  flavor 
has  been  listed.  The  beautiful  story  form  in  which  most  of 


SAN  JOSE,  CALIFORNIA.  15 

the  selections  are  written  bespeaks  their   especial  adaptation 
to  the  school  library. 

Five  books  per  year,  to  be  selected  by  the  pupil  according 
to  his  taste  from  the  list  for  the  grade  (the  first  grade  ex- 
cepted),  is  the  minimum  the  pupil  is  expected  to  read. 

FIRST   GRADE. 

Little  Stories  for  Little  People— McCullough A.  B.  C. 

Stories  for  Children — Lane A.  B.  C. 

The  Children's  First  Story  Book— Wood A.  B.  C. 

SECOND   GRADE. 

Reynard  the  Fox — Smythe. A.  B.  C. 

Child  Literature — Simms A.  B.  C. 

Stories  of  Country  Life — Bradish A.  B.  C. 

The  Story  Reader— Logie  &  Uecke A.  B.  C. 

Braided  Straws— Foulke S.  B.  &  Co. 

Robinson  Crusoe Pub.  S.  P.  Co. 

Williams'  Choice  Literature B.  S.  &  Co. 

Old  Time  Stories— Smythe W.  S.  B.  Co. 

Classic  Stories  for  the  Little  Ones— McMurry.  ..Pub.  S.  P.  Co. 
Fairy  Tale  and  Fable— Thompson.  ...New  Cent.  Ed.  Pub.  Co. 

Docas— Snedden D.  C.  H.  &  Co. 

Little  Wanderers— Morley G.  &  Co. 

THIRD   GRADE. 

^sop's   Fables— Pratt Ed.  Pub.  Co. 

Prose  and  Verse  for  Children— Pyle A.  B.  C. 

Anderson's  Fairy  Tales — Anderson G.  &  Co. 

Fairy  Stories  and  Fables— Retold  by  Baldwin A.  B.  C. 

True  Fairy  Stories— Bakewell A.  B.  C. 

Adventures  of  a  Brownie — Craik H.  &  B. 

A  Boy  on  a  Farm — Johnson A.  B.  C. 

Stories  of  Great  Americans  for  Little  Americans — Eggle- 

ston A.  B.  C. 

Lives  and  Stories  Worth  Remembering — Kupfer A.  B.  C. 

Stories  of  Humble  Friends— Pyle A.  B.  C. 


16  BULLETIN  STATE  NORMAL  SCHOOL 

Homeric  Stories— Hall A.  B.  C. 

Some  Useful  Animals — Monteith A.  B.  C. 

Williams'  Choice  Literature,  Book  2,  Primary   . . .  B.  S.  &  Co. 

Stories  of  Insect  Life— Weed. G.  &  Co. 

Oriole  Stories— Lane G.  &  Co. 

Big  People  and  Little  People  of  Other  Lands— Shaw.  .A.  B.  C. 

The  Crofton  Boys — Martineau D.  C.  H.  &  Co. 

Folklore  Stories  and  Proverbs— Wi Use G.  &  Co. 

FOURTH  GRADE. 

Letters  From  a  Cat — Jackson Lit. 

Legends  of  the  Red  Children— Pratt A.  B.  C. 

Alice's  Visit  to  the  Hawaiian  Islands — Krout A.  B.  C- 

Ten  Common  Trees— Stokes A.  B.  C. 

The  Boat  Club— Alger Conkey  &  Co. 

Stories  of  American  Life  and  Adventure — Bggleston.  .A.  B.  C. 

The  Story  of  Ulysses— Lamb D.  C.  H.  &  Co. 

Animals  at  Home — Bartlett A.  B.  C. 

Old  Stories  of  the  East— Baldwin A.  B.  C. 

Short  Stories  of  Our  Shy  Neighbors— Kelly A.  B.  C. 

Fifty  Famous  Stories  Retold — Baldwin A.  B.  C. 

Stories  of  Great  Artists — Home  and  Scobey A.  B.  C. 

Alice's  Adventures  in  Wonderland — Carroll Ed.  Pub.  Co. 

Little  Lame  Prince — Mulock Ed.  Pub.  Co. 

Little  Lord  Fauntleroy — Burnett C.  S.  Sons 

Old  Norse  Stories— Bradish A.  B.  C. 

Beautiful  Joe — Saunders W.  &  R.  Co. 

Black  Beauty — Sewall L.  &  Co. 

Arabian  Nights— Selected  by  Clark A.  B.  C. 

Williams'  Choice  Literature — Book  1,  Intermediate.  .B.  S.  Co. 

Red  Letter  Days— Hall  Lennox S.  B.  &  Co. 

The  far  East  and  the  far  West  Red  Children— Pratt .  S.  B .  &  Co. 

Bobtail  Dixie— Smith Ed.  Pub.  Co. 

Ways  of  Woodfolk— Long G.  &  Co. 

Boys'  Own  Book DeWolf,  Fiske  &  Co. 

Wilderness  Ways — Long G.  &  Co. 

Poor  Boys  Who  Became  Famous — Bolton Crow.  Pub.  Co. 


SAN  JOSE,  CALIFORNIA.  17 

Tales  of  a  Grand-father—Scott H.  &.  B. 

Ten  Boys — Andrews Lee 

Sir  Bevis— Jeffries G.  &  Co. 

Fairy  Tales— Rolfe A.  B.  C. 

Those  Dreadful  Mouse  Boys — Ariel G.  &  Co. 

Stories  From  English  History — Blaisdell G.  &  Co. 

Child  Stories  of  the  Mastersy-Menefee F. 

The  Birds'  Christmas  Carol— Wiggin H.  M.  &  Co. 

FIFTH  GRADE. 

Outdoor  Studies — Needham A.  B.  C. 

Robinson  Crusoe — Defoe A.  B.  C. 

The  Story  of  the  Thirteen  Colonies — Guerber A.  B.  C. 

The  Story  of  the  Chosen  People— Guerber A.  B.  C. 

Hans  the  Eskimo— Scandlin S.  B.  &  Co. 

Discoverers  and  Explorers — Shaw A.  B.  C. 

Story  of  Troy— Clarke A.  B.  C. 

Water  Babies— Kingsley F.  F.  L.  &  Co. 

Heroes  of  Myth— Price S.  B.  &  Co. 

Heroes  of  Chivalry— Maitland S.  B.  &  Co. 

Asgard  Stories — Foster  and  Cummings S.  B.  &  Co. 

Legends  of  Norseland — Pratt Edw. 

Stories  Mother  Nature  Told — Andrews Lee 

Animals  on  Strike  and  Other  Tales — Carrington Mac. 

Seven  Little  Sisters — Andrews Lee 

Rob  and  His  Friends — Brown Altemus 

Patsy— Wiggin H.  M.  &  Co. 

Fanciful  Tales— Stockton C.  S.  &  Sons 

Williams'  Choice  Literature,  Book  2,  Intermediate..  B.  S.  &Co. 

Krag  and  Johnny  Bear — Seton-Thompson S.  &  Sons 

Swiss  Family  Robinson — Wyss G.  &  Co. 

The  Story  of  a  Short  Life— Ewing D.  C.  H.  &  Co. 

Little  Men— Alcott Roberts  Bros. 

Tom  Sawyer — Twain American  Pub.  Co. 

Pacific  Nature  Stories — Wagner W.  &  R.  Co. 

Captain  Courageous — Kipling Cen. 

Abraham  Lincoln — Baldwin ,  .  A.  B.  C. 


i8  BULLETIN  STATE  NORMAL  SCHOOL 

Stories  From  Life — Harden A.  B.  C. 

Historical  and  Biographical  Narratives — Wallach. . . .  A.  B.  C. 

Tanglewood  Tales—Hawthorne H.  M.  &  Co. 

A  Dog  of  Flanders — Ouida Lip. 

Star  Land— Ball G.  &  Co. 

Stories  of  Our  Mother  Earth— Fairbank W.  &  R.  Co. 

Little  Women— Alcott Lit. 

Nature  Study,  Readers  II — Troeger D.  A.  &  Co. 

SIXTH  GRADE. 

Old  Greek  Stories— Baldwin   A.  B.  C. 

The  Spanish  in  the  Southwest— Winterburn A.  B.  C. 

Story  of  Aeneas— Clarke A,  B.  C. 

Being  a  Boy — Warner H.  M.  &  Co. 

Stories  of  Animal  Life— Holder A.  B.  C. 

Jungle  Book — Kipling Cen. 

Two  Girls  in  China— Krout A.  B.  C. 

Lobo,  Rag  and  Vixen     W.  &  R.  Co. 

The  Story  of  the  Greeks— Guerber A.  B.  C. 

Gulliver's  Travels — Swift Mac. 

Williams'  Choice  Literature,  Book  1,  Gram B.  S.  &  Co. 

Young  Lieutenant — Optic. 

Stories  from  English  History— Blaisdell G.  &  Co. 

Stories  from  Virgil — Church Mac. 

The  King  of  the  Golden  River— Ruskin D.  C.  H.  &  Co. 

The  Hunting  of  the  Deer — Warner H.  M.  &  Co. 

Autobiography — Franklin H.  M.  &  Co. 

True  Story  of  Columbus S.  &  Co. 

The  True  Story  of  Washington S.  &  Co. 

Story  of  the  Thirteen  Colonies— Guerber A.  B.  C. 

Tales  from  Shakespeare — Lamb Mae. 

Donald  and  Dorothy — Dodge Cen. 

Vicar  of  Wakefield— Goldsmith A.  L.  B. 

History  of  the  U.  S.  for  Young  People— Eggleston.  ..A.  B.  C. 
Nature  Study,  Readers  III — Troeger D.  A.  &  Co. 

SEVENTH  GRADE. 
Two  Years  Before  the  Mast— Dana.  .  .  .H.  M.  &  Co. 


SAN  JOSE,  CALIFORNIA.  19 

The  Story  of  Caesar-  Clarke A.  B.  C. 

Stories  of  Old  Germany—  Pratt Ed.  Pub.  Co. 

Five  Little  Peppers  and  How  They  Grew — Sidney. .  .Lothrop 

The  Story  of  the  Romans — Guerber A.  B.  C. 

Little  Women-  Alcott Lit. 

Sketch  Book— Irving S.  B.  &  Co. 

The  Story  of  the  English— Guerber A.  B.  C. 

The  Widow  O'Callaghan's  Boys— Zollinger .  .  .McClurg  &  Co. 

The  Story  of  Siegfried— Baldwin C.  S.  &  Sons 

The  Discovery  of  the  Old  Northwest — Baldwin A.  B.  C. 

Old  Times  in  the  Colonies — Coffin H.  &  B. 

The  Conquest  of  the  Old  Northwest — Baldwin A.  B.  C. 

The  Pathfinder — Cooper . .- Mac. 

Man  Without  a  Country — Hale Lit. 

The  Story  of  Little  Nell — Dickens A.  B.  C. 

Story  of  the  Great  Republic — Guerber A.  B.  C 

Williams'  Choice  Literature — Book  2,  Grammar  Grades, 

A.  B.  C. 

Northern  Europe,  Youth's  Companion  Series G.  &  Co. 

The  True  Story  of  Abraham  Lincoln S.  &  Co. 

Plutarch's  Lives G.  &  Co. 

Pilgrim's  Progress — Bunyan ,  C.  S.  Sons 

Old  Curiosity  Shop— Dickins H.  &  B. 

Ivanhoe — Scott Mac. 

Story  of  the  Iliad— Church , . .  . Mac. 

Reply  to  Hayne— Webster H.  M.  &  Co. 

Matka  and  Kotik— Jordan W.  &  R.  Co. 

Child's  History  of  England   H.  M.  &  Co. 

Boys  of  '76— Coffin H.  &  Bro. 

Nature  Study,  Readers  IV— Troeger D.  A.  &  Co. 

EIGHTH  GRADE. 

Wonder  Book — Hawthorne H.  M.  &  Co. 

Boys  of  '61— Coffin Estes 

Wild  Animals  I  Have  Known — Thompson S.  &  Sons 

The  Boy  General — Custer S.  &  Sons 

Stories  of  Old  France— Pitman A.  B.  C. 

Stories  of  Ancient  Peoples — Arnold A.  B.  C. 


20  BULLETIN  STATE  NORMAL  SCHOOL 

Hoosier  School  Master — Eggleston Judd 

Last  of  the  Mohicans — Cooper G.  &  Co.  or  Mac. 

Ben  Hur— Wallace H.  &  B. 

The  Talisman— Scott G.  &  Co.  or  A.  B.  C. 

Kenilworth— Scott , A.  B.  C. 

Ivanhoe— Scott A.  B.  C. 

Quentin  Durward — Scott A.  B.  C. 

Tales  from  Henty Ed.  Pub.  Co. 

King  Arthur  and  His  Court — Greene G.  &  Co. 

Enid  the  Good— Jenkins Ed.  Pub.  Co. 

Riverside  Art  Series — Rembrandt H.  M.  &  Co. 

The  True  Story  of  U.  S.  Grant— Brook Stuart 

Shells  and  Sea  Life— Keep W.  &  R.  Co. 

Uncle  Tom's  Cabin— Stowe H.  M.  &  Co. 

The  Beauties  of  Nature — Lubbock Mac. 

Romance  of  the  Insect  World — Badenoch Mac. 

Tropical  Africa — Drummond C.  S.  Sons 

Pacific  History  Stories— Wagner W.  &  R.  Co. 

Self  Help- Smiles H.  &  B. 

Don  Quixote — Cervantes G.  &  Co.  or  Crow.  Pub.  Co. 

The  Story  of  the  English— Guerber A.  B.  C. 

Nature  Study,  Readers  V— Troeger         D.  A.  &  Co. 

Picciola G.  &  Co. 

Hero  Stories— Blaisdell  and  Ball G.  &  Co. 

Story  of  American  History — Blaisdell G.  &  Co. 


List  of  Books  for  the  Older  Boys  who  are  fond  of  Adventure. 


Treasure  Island — Stevenson Dodd 

The  Pioneer  Quartette — Cody. 
Life  of  Kit  Carson. 
Life  of  Davy  Crockett. 

History  of  King  Philip— Abbott H.  &  B. 

Conquest  of  Mexico — Prescott Lip. 

Conquest  of  Peru — Prescott Lip. 

Conspiracy  of  Pontiac—  Parkman . .   Lit. 

Heroes  of  the  Middle- West. 


SAN  JOSE,  CALIFORNIA.  21 

Montcalm  and  Wolf — Parkman .  .  Lit. 

Tecumseh  — Eggleston Dodd 

Andrew  Jackson — Parton D.  A.  Co. 

My  Own  Story — Joaquin  Miller B.  &  C. 

Boots  and  Saddles— Mrs.  Custer H.  &  B. 

Leather  Stocking  Tales — Cooper. 

Modoc  War — Bancroft. 

With  Dewey  at  Manila  Bay. 

Death  Valley  in  '49 — Manley. 

The  Winning  of  the  West— Roosevelt. 

Philip  of  Pokanoket — Irving. 

True  to  the  Old  Flag— Henty S.  &  Sons. 

With  Frederick  the  Great^-Henty .S.  &  Sons 

The  Bravest  of  the  Brave B. 

In  Freedom's  Cause S.  &  Sons 

Won  by  the  Sword S.  &  Sons 

St.  Bartholomew's  Eve S.  &  Sons 

Robinson  Crusoe,  Complete  Edition — Defoe. 

The  Gold-Bug— Poe Edited  by  Trent 

The  Fall  of  the  House  of  Usher — Poe Edited  by  Trent 

The  Purloined  Letter — Poe Edited  by  Trent 

The  Balloon-Hoax — Poe. 


A  List  of  Books  that  have  been  Read  with  Interest  by 
Fifteen-year-old  Girls. 


I  van  hoe — Scott . 
David  Copperfield — Dickens. 
Eight  Cousins — Alcott. 
Rose  in  Bloom — Alcott. 
Under  the  Lilacs — Alcott. 
Last  Days  of  Pompeii — Lytton. 
Our  Mutual  Friend — Dickens. 
Ramona — Helen  Hunt. 
John  Halifax — Mulock. 
Pilgrim's  Progress — Bunyan. 
Old  Curiosity  Shop — Dickens. 


BULLETIN  STATE  NORMAL  SCHOOL 


Faith  Gartney's  Girlood — Mrs.  Whitney. 
Hitherto — Mrs.  Whitney. 
Donald  and  Dorothy — Dodge. 
The  Ice  Queen. 

Birds  and  Bees — Burroughs H.  M.  &  Co. 

Child's  History  of  England— Dickens H.  M.  &  Co. 

Locusts  and  Wild  Honey — Burroughs H.  M.  &  Co. 

Madam  How  and  Lady  Why — Kingsley Mac. 

My  Summer  in  a  Garden — Warner H.  M.  &  Co. 

Paul  and  Virginia— St.  Pierre H.  M.  &  Co. 

Scottish  Chiefs — Porter Lovell  Library 

Story  of  the  ^neid — Church Effingham,  Maynard  &  Co. 

Tale  of  Two  Cities — Dickens. 
Oliver  Twist — Dickens. 

Any  Edition  of  these  books  will  serve  the  purpose  of  the 

Public  School  Library,  so  long  as  the  type 

and  binding  are  good. 


GRAMMAR    AND    COMPOSITION. 


Children  are  primarily  interested  in  action;  first  of  all  in 
their  own  activities,  and  hence  in  the  stories  which  portray 
their  life  activities;  and  second,  in  the  life  of  animals. 

Dramatic  incident  is  therefore  the  center  from  which  we 
should  work  in  the  selection  of  subjects  for  the  children  to  use 
in  composition. 

The  child's  vocabulary  can  be  increased  most  rapidly  by 
oral  discussion  upon  topics  which  the  child  is  naturally  inter- 
ested in.  These  discussions  should  be  carefully  planned  and 
conducted  by  the  teacher,  and  should  from  day  to  day  lead  the 
child  into  new  fields  of  thought.  New  words  should  be  listed 
in  plain  sight  on  the  blackboard,  and  there  kept  so  as  to  firmly 
anchor  them  in  the  mind.  The  child  should  be  encouraged  to 
answer  questions  in  full  sentences. 


SAN  JOSE,  CALIFORNIA.  23 

The  aim  in  composition  should  be  to  secure  spontaneous  ex- 
pression. Criticism  should  at  first  be  made  carefully,  and 
should  be  positive  rather  than  negative,  so  as  not  to  discour- 
age the  pupils.  Better  results  can  be  obtained  by  over- 
looking minor  faults  until  facility  is  obtained  and  then  grad- 
ually eradicating  the  faults. 

The  Typewriter  in  Composition. 

The  typewriter  can  be  used  to  great  advantage  in  teaching 
correct  form  in  composition.  The  child,  from  the  beginning 
of  his  school  life,  is  accustomed  to  reading  in  the  correct 
forms  of  print,  and  when  he  writes  script  cannot  see  his  mis- 
takes, for  the  written  words  and  letters  appear  entirely  differ- 
ent from  print.  When  he  is  allowed  to  type  his  written  pro- 
ductions, all  mistakes  in  form  become  more  clearly  apparent 
to  him  than  they  were  in  his  handwriting.  He  is  thus  enabled 
to  see  his  mistakes  and  to  correct  them. 


FIRST  GRADE. 

The  work  of  this  year  should  be  centered  upon  oral  expres- 
sion. The  children  should  be  led  to  tell,  in  simple,  correct 
English,  stories  drawn  from  their  daily  experiences.  All 
work  oral. 

SECOND  GRADE. 

The  work  should  be  continued  along  the  same  lines  as  in 
the  First  Grade.  Written  exercises  are  to  be  introduced.  No 
exercise  should  be  longer  than  one  paragraph.  Teach  the 
form  of  the  paragraph  from  the  beginning.  Give  short  writ- 
ten dictation  exercises  frequently,  always  correcting  the  pa- 
pers. Children  may  be  given  greater  skill  in  reproducing 
stories  by  placing  before  them  series  of  questions  in  such  order 
that  if  the  questions  are  answered  in  full  sentences  the  sen- 
tences will  tell  a  connected  story.  Simple  letter  writing  begun. 

Allow  no  careless  or  hasty  work.  Insist  on  the  correct  form, 
and  correct  capitalization  and  punctuation. 


24  BULLETIN  STATE  NORMAL  SCHOOL 

THIRD   GRADE. 

lengthen  out  the  composition  work  to  two  or  three  para- 
graphs. Use  such  subjects  as  naturally  fall  into  divisions, 
for  example,  "The  Life  of  a  Butterfly."  The  child  who  has 
seen  the  butterfly  develop  from  the  egg  upon  some  potted  plant 
can  readily  understand  how  natural  it  is  to  give  the  first  part 
of  its  story,  that  about  the  egg,  to  the  first  paragraph;  the 
second  part  of  its  story,  that  about  the  caterpillar,  to  the  sec- 
ond paragraph,  etc.  Subjects  thus  easily  subdivided  should 
always  be  selected  for  the  children  to  work  upon.  Letter 
writing  continued.  Give  many  short  dictation  exercises, 
always  drawn  from  subject  matter  with  which  the  child  is 
acquainted.  Use  the  State  Elementary  Language  Book. 

FOURTH  GRADE. 

Lessons  in  dictation,  reproduction  of  stories,  letter  writing, 
as  given  in  preceding  grades.  Utilize  "The  Ugly  Duckling.*' 
Insist  upon  neat  and  careful  work  on  all  papers.  Teachers 
should  remember  that  in  correcting  papers  the  severe  criticism 
you  may  give  one  child  "to  stir  him  up"  to  better  work  would 
probably  cause  some  other  child  to  so  retreat  within  himself 
that  no  spontaneous,  original  expression  can  be  got  out  of 
him.  Study  the  individual  children  and  adapt  your  methods 
to  them.  Use  the  State  Elementary  Language  Book. 

FIFTH  GRADE. 

Continue  the  work  of  reproducing  stories,  dictation  exer- 
cises and  letter  writing.  Make  a  more  extended  attempt  to 
understand  the  principles  of  paragraphing.  The  teacher  will 
follow  the  directions  in  Chapter  X  of  Frazee's  Lessons  in  Lan- 
guage Work.  She  should  familiarize  herself  with  the  ad- 
vanced principles  of  paragraphing  in  Scott  and  Denny's  Rhet- 
oric, or  Chapter  V,  Genung's  Outlines  of  Rhetoric.  Take 
Sections  356  and  314  of  The  Mother  Tongue,  No.  1,  as  typi- 
cal examples  of  drills  in  paragraphing. 


SAN  JOSE,  CALIFORNIA.  25 

See  Mother  Tongue,  Book  1,  page  221,  for  a  typical  lesson. 

Insist  on  the  best  and  neatest  work  from  all  pupils.  Fa- 
miliarize yourself  with  the  lessons  in  the  Advanced  State 
Grammar  bearing  upon  composition,  and  utilize  whatever  is 
available  for  your  work. 

SIXTH  GRADE. 

The  work  of  the  preceding  grade  enlarged  upon  and  con- 
tinued. 

State  Series  Grammar  to  101. 

Carry  along  the  work  of  composition  in  lines  hitherto  sug- 
gested. Lessons  4,  7,  8,  14,  18,  20,  23,  37,  45,  46,  57,  63,  68, 
70,  71,  97,  98,  are  all  composition  work,  and  should  be  em- 
phasized. 

Hart's  Language  Helps  for  Grammar  Grades: — "Preposi- 
tional Phrases"  will  be  found  of  value  in  this  Grade. 

SEVENTH  GRADE. 

State  Series  Advanced  Grammar,  lessons  102  to  191.  (Les- 
son 101  is  omitted.)  Teach  possessive  nouns  as  possessive 
modifiers.  Omit  lessons  117,  118,  119,  122,  128,  129.  Treat 
demonstrative  pronouns  as  adjective  pronouns.  Omit  per- 
sonification. 

Carry  along  the  work  of  composition  in  lines  hitherto  sug- 
gested. Lessons  185,  186,  187  should  be  carefully  studied  in 
connection  with  composition,  as  also  should  be  lessons  122, 
123,  124,  125,  137,  138,  153,  154,  168,  169.  Omit  lessons  146, 
147,  148,  149,  153,  163,  166,  190.  Teach  conjunctions  and 
prepositions  simply  as  such  without  further  analysis.  Substi- 
tute easier  material  in  lesson  122. 

Classify  adjectives  into  limiting  and  descriptive  only. 

EIGHTH  GRADE. 

Review  the  work  of  Sixth  and  Seventh  Grades.     Complete 
the  book  to  Part  III,  omitting  lessons  212,  213,  222.     Hart's 
Language  Helps  for  Grammar  Grades,   "Noun  Clauses"  and 
"Participles,  Adjectives  and  Verb  Phrases"  may  be  used. 
Reference  for   pupils — Tarbell's  Essentials  of  English 

Composition G.  &  Co. 


26  BULLETIN  STATE  NORMAL  SCHOOL 

Literature. 

SEVENTH  GRADE. 
Study  two  classics  to  be  selected  from  the  following: 

The  Great  Stone  Face. — Hawthorne. 

The  Story  of  the  Iliad.-  Church. 

Selections  from  Poor  Richard's  Almanac. — Franklin. 

The  Raven. — Poe,  or  John  Gilpin. — Cooper. 

Grand  Mother's  Story. — Holmes. 

The  Courtship  of  Miles  Standish. — Longfellow. 

Skeleton  in  Armor. — Longfellow. 

EIGHTH  GRADE. 

The  teacher  may  select  any  four,  two  poems  and  two  prose 
productions  of  the  following  classics,  for  the  literature  of  the 
Eighth  Grade: 

Evangeline,  Longfellow — Riverside  Series H.  M.  &  Co. 

Legend  of  Sleepy   Hollow,  Irving — Aids  to  Literature 

One W.  &R.  Co. 

Sohrab  and  Rustum,  Arnold — Riverside  Series . .  H.  M.  &  Co. 

Trail  of  the  Sand-Mill  Stag,  Seton— Thompson C.  S.  Sons 

Gareth  and  Lynette — Tennyson. 

Lays  of  Ancient  Rome,  Horatius — Macaulay. 

Birds  of  Killingworth — Longfellow. 

Adventures  of  Ulysses—  Lamb D.  C.  H.  &  Co. 

Man  Without  a  Country— E.  E.  Hale. 

At  least  one  hundred  lines  of  poetry  to  be  selected  by  the 
teacher  from  the  poems  studied,  are  to  be  memorized  by  the 
pupils. 

The  sole  aim  in  the  study  of  the  classics  is  to  be  literary 
appreciation. 


SAN  JOSE,  CALIFORNIA.  27 


Some  Plans  for  Practice  in  Composition. 


Repeat  a  story  to  the  children  till  you  have  led  up  to  its 
most  interesting  part.  Request  the  children  to  finish  the 
story  by  drawing  from  their  own  imagination  for  the  material. 
Use  only  stories  entirely  new  to  the  children.  Suit  the  story 
to  the  age  of  the  child. 

It  is  suggested  that,  for  example,  in  the  "Story  of  Vulcan," 
you  leave  the  children  to  tell  how  Juno  got  out  of  the  wonder- 
ful chair  in  which  she  was  trapped.  In  "Cinderella,"  let  the 
children  make  up  the  balance  of  the  story  from  the  point  at 
which  the  Prince  begins  to  hunt  for  the  owner  of  the  glass 
slipper.  "Jack  and  the  Beanstalk,"  "The  Myth  of  Bacchus," 
and  the  Myth  of  Persephone,"  are  stories  which  may  be 
treated  in  this  way: 

If  you  prefer  not  to  treat  the  well-known  myths  and  stories 
in  the  manner  suggested,  invent  a  story  and  have  the  children 
tell  how  the  character  gets  out  of  the  dilemma  into  which  you 
put  him.  The  following  story  has  been  used  successfully  in 
this  way: 

1  'A  boy  left  Sacramento  one  day  to  visit  his  uncle,  who  lived 
in  San  Francisco.  When  he  reached  the  depot,  there  were 
two  trains  ready  to  pull  out.  One  was  for  San  Francisco  and 
one  for  Stockton.  The  boy  got  on  the  Stockton  train  and  did 
not  know  he  had  made  a  mistake  until  he  was  several  miles 
from  home." 

The  pupils  were  asked  to  make  up  a  story  telling  how  the 
boy  got  to  the  place  he  wished  to  reach. 

Tell  the  story  of  the  Klondike  with  its  attendant  difficulties 
as  dramatically  as  possible  to  your  older  pupils,  bringing  out 
the  dangers  and  perils  of  the  North,  together  with  the  great 
riches  to  be  acquired  there.  Be  sure  the  title  you  use  is  of  in- 
tense general  interest,  say,  "A  Boy's  Trip  to  the  Klondike.'' 
Make  out  for  your  own  use  a  series  of  points  after  the  style  of 
the  following: 

1.     Ned  Anderson  reads  of  great  discoveries  of  gold  in  the 


28  BULLETIN  STATE  NORMAL  SCHOOL 

North,  and  decides  to  undertake  the  trip  to  the  gold  fields. 

2.  What  his  mother  said,  on  consulting  her,  of  the  great 
dangers  of  the  trip. 

3.  What  the  father  said. 

4.  His  sister's  argument  for  and  against  the  trip. 

5.  Voyage  north  on  the  steamer.     Storm  at  sea. 

6.  Two  startling  experiences  in  the  gold  regions;  escape 
from  a  snow-slide;  in  the  Yukon  rapids. 

7.  Return  home. 

Make  each  of  the  points  you  decide  upon  the  subject  of  a 
paragraph.  Give  your  pupils  the  opening  sentence  to  each 
paragraph  "to  hang  their  thoughts  on,"  and  have  them  com- 
plete the  thought  of  the  paragraphs.  Deal  only  with  one 
paragraph  at  a  time,  and  before  you  give  the  leading  sentence 
of  a  paragraph,  let  the  preceding  paragraph  be  completed. 

This  exercise  is  for  your  highest  grade.  Practice  upon  a 
simpler  exercise  involving  but  one  paragraph  may  be  used  in 
preparing  the  pupils  for  a  more  extended  exercise  like  the 
foregoing.  Select  subjects  that  fire  pupils'  imagination  and 
appeal  as  much  as  possible  to  their  own  experiences. 

Plant  in  a  flower  pot  a  root  of  dill,  sometimes  called  sweet 
anise,  and  put  the  plant  in  a  sunny  place  in  the  school  room. 
In  the  spring,  when  the  plant  has  attained  some  size,  secure 
some  of  the  caterpillars  of  the  common  anise-butterfly  (Papilio 
Polyxenes),  and  put  them  on  the  dill.  Have  children  watch 
the  development  of  the  insects  till  they  are  full  grown.  Allow 
the  full-grown  insects  to  escape  into  the  sunshine.  Butterflies 
cannot  be  kept  in  captivity;  and  the  young  children  should 
not  be  encouraged  to  kill  and  mount  them.  Get  the  eggs  of 
this  butterfly  as  well  as  the  caterpillars.  Watch  the  eggs 
hatch.  Lead  the  children  to  be  on  the  lookout  for  strange  and 
startling  changes  in  the  insect's  life.  After  this  spontaneous 
study  of  the  insect  has  gone  on  for  a  month  or  more,  have  the 
children  tell  orally  its  life-story.  Finally  have  the  children 
write  their  versions  of  the  story.  Encourage  individuality  of 
expression.  Correct  the  faults  of  expression,  but  do  not  scold 


SAN  JOSE,  CALIFORNIA.  29 

about  them.     Let  your  criticism  be  largely  the  praise  of  good 
points. 

If  the  Papilio  Polyxenes  cannot  be  found,  use  some  other 
insect,  potting  the  plant  it  lives  on.  The  caterpillar  of  the 
monarch  butterfly  lives  on  the  common  milk  weed,  and  has  a 
wonderful  life-history.  The  little  fox  butterfly  lives  upon  the 
mallows. 

The  common  wasp's  nest,  found  so  often  clinging  to  the 
roofs  of  sheds  and  outhouses,  if  placed  in  a  glass  jar  with  the 
parent  wasps,  makes  an  interesting  study  upon  which  the 
children  may  write.  Cover  the  jar  with  paper,  and  puncture 
the  paper  with  many  pin-holes  to  let  in  air.  Feed  the  insects 
with  sugar  and  water.  Your  children  can  see  the  whole  pro- 
cess of  the  young  wasp's  growth. 

Put  the  following  on  the  black-board,  or  mimeograph  it  for 
your  pupils  to  work  from: 

"There  was  one  time,  after  a  heavy  storm  in  the  moun- 
tains, found  in  the  drift  wood  under  a  bridge  over  a  valley 
stream,  a  family  of  young  foxes.  A  school-boy  saw  one  of 
the  baby  foxes,  caught  it,  took  it  to  school,  and  gave  it  to  his 
teacher.  The  teacher  showed  the  fox  to  her  school,  and  asked 
the  boys  and  girls  to  write  a  story  telling  where  the  fox  came 
from  and  how  it  got  under  the  bridge.  Tell  the  story  you 
would  have  told  had  you  been  in  that  school," 


Use  of  Pictures  in  Composition. 


The  prime  characteristic  of  a  good  picture  for  a  basis  of 
composition  work  is  suggestiveness.  The  picture  should  read- 
ily suggest  a  story.  A  picture  involving  animal  or  human 
life  and  representing  a  distinct  incident  is  to  be  preferred.  For 
example  in  the  story  of  "Johnny-k>ok-in-the-air,"  a  represen- 
tation of  Johnny  staring  vacantly  into  space  and  walking  over 
the  brink  of  the  river,  would  almost  certainly  suggest  a  story 
to  the  average  child.  The  celebrated  painting  by  L,andseer,  of 


30  BULLETIN  STATE;  NORMAL  SCHOOL 

a  dog  who  has  saved  a  child,  is  also  an  example  of  a  picture 
full  of  suggestiveness.  The  Helping  Hand,  by  Renouf,  The 
Angelus,  by  Millet,  The  Highland  Shepherd's  Chief  Mourner, 
by  L,andseer,  and  The  Flood,  by  Kiorbe,  are  examples  of  fa- 
mous pictures  which  can  be  used  by  teachers  in  connection  with 
composition  work. 

These  pictures  can  be  found  in  the  language  books  sug- 
gested for  teachers'  use,  or  cheap,  but  at  the  same  time  very 
artistic  reproductions,  can  be  purchased. 


LETTER    WRITING. 


Letter  writing  in  school  may  be  mere  dead  meaningless  form 
or  it  may  be  made  one  of  the  liveliest,  most  spontaneous  exer- 
cises in  the  class-room.  The  following  suggestions  may  be 
found  of  value  in  vitalizing  the  work. 

"In  one  school,  a  child  moved  to  a  distant  city.  She  was 
well  known  and  liked  by  all  her  class,  and  when  the  teacher 
suggested  that  the  children  write  to  her,  just  to  keep  her  from 
getting  homesick,  they  were  delighted,  and  did  their  best. 

1  'Business  letter  forms  might  be  gotten  at  more  easily  by 
having  the  children  answer  advertisements  in  the  magazines 
for  agencies,  such  as  for  'Baker's  spices,'  etc.  Almost  all 
children  wish  to  earn  money  of  their  own,  and  such  letters 
would  be  of  vital  interest  to  them. 

"Forms  for  formal  and  informal  invitations  might  be  made 
interesting  by  having  the  children  write  invitations  to  their 
parents  to  attend  an  entertainment  at  the  school. 

"When  one  of  their  playmates  is  ill,  the  children  might 
write  letters  to  him. 

Perhaps  there  is  something  in  or  about  the  school  house  or 
grounds  that  is  wanted.  The  children  might  write  to  the 
trustees  for  this.  They  might  be  further  stimulated  to  do 
their  best  in  this  work,  by  having  only  the  best  letter  sent." 


SAN  JOSE,  CALIFORNIA.  31 

Have  your  children  correspond  with  children  in  other 
schools,  even  those  schools  in  distant  countries. 

Have  the  children  write  telegrams,  invitations  and  accept- 
ances, notes  of  condolence,  etc. 


WORD  STUDY  AND  DEFINING. 

Teach  the  use  of  the  Dictionary  thoroughly.  This  includes 
the  use  of  diacritical  marks.  . 

Whenever  the  occasion  occurs  in  reading  or  spelling  teach: 
(a)  the  use  of  synonyms  and  increase  the  child's  vocabulary 
by  teaching  him  the  common  synonyms,  (b)  When  a  word 
unfamiliar  to  the  pupils  occurs,  containing  a  root  which  is  the 
basis  of  a  large  number  of  English  words,  take  advantage  of 
the  opportunity  to  fix  upon  the  child's  mind  the  meaning  of 
the  root,  (c)  Teach  by  practical  illustration  when  defining 
words  for  your  class  the  use  of  the  common  prefixes  and  suf- 
fixes, (d)  In  teaching  the  spelling  of  difficult  words  always 
teach  the  meaning. 

Books  for  Teachers. 

(To  be  Purchased  with  the  Library  Fund.) 

The  Teaching  of  Reading— Chubb Mac. 

How  to  Teach  Reading— Clark S.  F.  &  Co. 

Method  of  Teaching  Reading — McMurray Mac. 

The  Normal  Course  in  Reading— Todd  and  Powell. S.  B.  &  Co. 
The  Comprehensive  Method  of  Teaching  Reading — 

Gordon D.  C.  H.  &  Co. 

New  Education  Readers — Demarest  and  Van  Sickle — A.  B.  C. 

The  National  Method  in  Reading — Ward S.  B.  &  Co. 

Reading,  How  to  Teach  It—  Arnold S.  B.  &  Co. 

School  Composition — Maxwell  and  Johnson. .  .  . .  A.  B.  C. 

Writing  English — Maxwell  and  Smith A.  B.  C. 

Steps  in  English,  Books  I  and  II — McLean,  Blaisdell, 

and  Morrow A.  B.  C. 

Mother  Tongue,  I  and  II — Arnold  and  Kittredge .  . .  G.  &  Co. 
Essentials  of  English  Composition — Tarbell G.  &  Co. 


32  BULLETIN  STATE  NORMAL  SCHOOL 

Lessons  in  English — Skinner  and  Bargert S.  B.  &  Co. 

Two-Book  Course  in  English — Hyde D.  H.  &  Co. 

Lessons  in  Language  Work — Frazee W.  &  R.  Co. 

Masterpieces  of  American  Literature H.  M.  &  Co. 

Everyday  English,  I  and  II — Rankin Ed.  Pub.  Co. 

Grammar  of  the  English  Sentence — Rigdon H.&N. 

Elements  of  English  Composition — Gardner,  Kittredge 

and  Arnold G.  &  Co. 

How  to  Study  Literature—Heydrick H.  &  N. 

Elements  of  Grammar  and  Composition — Welsh  and 

Greenwood S.  B.  &  Co. 

Lessons  in  English,  I  and  II — Tarbell G.  &  Co. 

Essentials  of  Prose  Composition — Hart E.  &  Bro. 

First  Steps  in  English— Bartlett , S.  B.  &  Co. 

Essentials  of  Grammar  and  Language — Bartlett. .  S.  B.  &  Co. 

Myths  of  Greece  and  Rome — Guerber A.  B.  C. 

Legends  of  the  Middle  Ages — Guerber A.  B.  C. 

Myths  of  the  Norseland— Guerber A.  B.  C. 


SAN  JOSE,  CALIFORNIA.  33 

Alphabetical  List  of  Publishers  and  Abbreviations  Used 
in  this  Course. 

American  Book  Co A.  B.  C. 

Belford  &  Clark B.  &  C. 

Bowen-Merrill  Co B.  M.  Co. 

Butler,  Sheldon  &  Co B.  S.  &  Co. 

Burt,  A.  G , B. 

Century  Co Cen. 

Chas.  Scribner's  Sons C.  S.  Sons 

Crane  &  Co C.  &  Co. 

Crowell  Pub.  Co Crow.  Pub.  Co. 

D.  Appleton  &  Co D.  A.  Co. 

Dodd,  or  Dodd,  Mead  &  Co Dodd-_ 

Doubleday,  Page  &  Co D.  P.  &  Co. 

Button » Dut. 

Eldridge  &  Brother E.  &  Bro. 

Educational  Pub.  Co Ed.  Pub.  Co. 

Estes E . 

Forbes F. 

Ginn  &  Co G.  &  Co. 

Harper  and  Brothers H.  &  Bro. 

Heath  &  Co D.  C.  H.  &  Co. 

Henry  Holt  &  Co H.  H.  &  Co. 

Hinds  &  Noble H.  &  N. 

Houghton,  Miffin  &  Co H.  M.  &  Co. 

Judd J. 

Lee Lee 

Lovell&  Co F.F.  L.  &  Co. 

Lippincott Lip. 

Longmans,  Green  &  Co L.  G.  &  Co. 

Lathrop  &  Co L.  &  Co. 

Little Lit. 

Macmillan Mac. 

Maynard,  Merrill  &  Co , M.  M.  &  Co. 

Morse  Pub.  Co M.  Pub.  Co. 

Potter,  Putnam  &  Co P.  P.  Co. 

Public  School  Pub.  Co Pub.  S.  P.  Co. 

Putnam's  Sons P.  Sons 

Rand,  McNally  &  Co R.  M.  &  Co. 

Scott,  Forseman  &  Co S.  F.  &  Co. 

Silver,  Burdett  &  Co S.  B.  &  Co. 

Stuart  &  Co S.  &  Co. 

University  Pub.  Co U.  Pub.  Co. 

Werner  School  Book  Co W.  S.  B.  Co. 

William  H.  Wheeler  &  Co W.  H.  W.  &  Co. 


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